Collaboration Between Content Experts and Assessment Specialists: Using a Validity Argument Framework to Develop a College Mathematics Assessment

Authors

  • Amanda Brijmohan Ontario Institute for Studies in Education, University of Toronto
  • Gulam A. Khan Ontario Institute for Studies in Education, University of Toronto
  • Graham Orpwood York University
  • Emily Sandford Brown Sheridan College
  • Ruth A. Childs Ontario Institute for Studies in Education, University of Toronto http://orcid.org/0000-0003-2687-0955

Abstract

Developing a new assessment requires the expertise of both content experts and assessment specialists. Using the example of an assessment developed for Ontario’s Colleges Mathematics Assessment Program (CMAP), this article (1) describes the decisions that must be made in developing a new assessment, (2) explores the complementary contributions of content experts and assessment specialists, and (3) illustrates how the use of a validity argument framework can support collaboration in assessment development. The authors conclude that the validity argument framework facilitated effective collaboration between content experts and assessment specialists, and suggest that this approach may help other collaborators pursue transparent and effective assessment development.

Author Biographies

Amanda Brijmohan, Ontario Institute for Studies in Education, University of Toronto

Amanda Brijmohan is a doctoral student the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada. Her research interests include assessment, metacognition, and rater judgement.

Gulam A. Khan, Ontario Institute for Studies in Education, University of Toronto

Gulam A. Khan is a doctoral student the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada. His research has focused on how students’ school connectedness and educational aspirations change over time.

Graham Orpwood, York University

Graham Orpwood is professor emeritus in the Faculty of Education at York University, Toronto, ON, Canada. His research interests are in mathematics, science and technology education and in educational assessment.

Emily Sandford Brown, Sheridan College

Emily Sandford Brown is a professor at the Pilon School of Business at Sheridan College, Oakville, ON, Canada. Her research has focused on mathematics assessment and on what mathematics teachers need to know to be effective.

Ruth A. Childs, Ontario Institute for Studies in Education, University of Toronto

Ruth A. Childs is a professor and the Ontario Research Chair in Postsecondary Policy and Measurement in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada. Her research investigates the design and equity of large-scale assessments, admissions processes, and other evaluation systems.

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Published

2018-06-29

How to Cite

Brijmohan, A., Khan, G. A., Orpwood, G., Sandford Brown, E., & Childs, R. A. (2018). Collaboration Between Content Experts and Assessment Specialists: Using a Validity Argument Framework to Develop a College Mathematics Assessment. Canadian Journal of Education/Revue Canadienne De l’éducation, 41(2), 584–600. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3239

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